Social-emotional and character development scale (SECDS): validation of a Spanish version in low-income communities with racially and ethnically diverse youth

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dc.contributor.authorMartínez Yarza, Nerea
dc.contributor.authorSolabarrieta, Josu
dc.contributor.authorSantibáñez Gruber, Rosa
dc.date.accessioned2025-12-01T11:36:50Z
dc.date.available2025-12-01T11:36:50Z
dc.date.issued2025-07-01
dc.date.updated2025-12-01T11:36:50Z
dc.description.abstractSocial-emotional skills can help students overcome learning challenges and prevent at-risk or problematic behaviors as well as promote their overall well-being and psychological growth. Despite the recent evolution of intervention programs targeting social-emotional skills, psychometrically sound and effective assessment tools remain limited. The focus of this study is the Social-Emotional and Character Development Scale (SECDS), a self-reported rating scale developed by Ji et al. (Inf Age Publ 9:121–147, 2013). To date, only a few studies have validated an instrument measuring social-emotional skills in a Spanish student sample. Accordingly, the main objective is to examine the validity and reliability of the SECDS in a Spanish-speaking context. The sample consisted of 264 students ranged in age from 8 to 17 years old in geographically diverse locations throughout the Basque Autonomous Community in Spain. The findings confirm the scale’s multidimensional and hierarchical structure, as well as its reliability for assessing social-emotional skills in this age group. The correlated-factor model showed a superior fit, outperforming alternative models. Internal consistency was satisfactory across most subscales, with some variability reflecting challenges in measuring dimensions with fewer items. Importantly, the adaptation process included recommendations to use a 5-point Likert scale to better capture the developmental level of secondary-aged students. This study provides support for a translation and adaptation of the SECDS for use with primary and secondary students, addressing a critical gap in the availability of robust assessment instruments for Spanish-speaking populations. Additionally, it advances cross-cultural research in the field, enabling international comparisons and fostering understanding across diverse educational contexts.en
dc.description.sponsorshipThis project has received funding from the European Union’s Horizon 2020 Research and Innovation Programme under the Marie Skłodowska-Curie grant agreement Nº 847624. In addition, a number of institutions back and co-finance this projecten
dc.identifier.citationMartinez-Yarza, N., Solabarrieta Eizaguirre, J., & Santibáñez Gruber, R. (2025). Social-emotional and character development scale (SECDS): validation of a Spanish version in low-income communities with racially and ethnically diverse youth. Educational Research for Policy and Practice, 24(3), 431-453. https://doi.org/10.1007/S10671-025-09398-7
dc.identifier.doi10.1007/S10671-025-09398-7
dc.identifier.eissn1573-1723
dc.identifier.issn1570-2081
dc.identifier.urihttps://hdl.handle.net/20.500.14454/4506
dc.language.isoeng
dc.publisherSpringer
dc.rights© The Author(s) 2025
dc.subject.otherAssessment
dc.subject.otherCharacter development
dc.subject.otherDisadvantaged students
dc.subject.otherSelf-reported scale
dc.subject.otherSocial-emotional skills
dc.titleSocial-emotional and character development scale (SECDS): validation of a Spanish version in low-income communities with racially and ethnically diverse youthen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.endPage453
oaire.citation.issue3
oaire.citation.startPage431
oaire.citation.titleEducational Research for Policy and Practice
oaire.citation.volume24
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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